SUMMARY OF INFORMATION ON EACH COURSE/MODULE

1. Name of
Course/Module

Managing the Primary ESL Classroom

Pengurusan Bilik Darjah

2. Course Code

TSL3093

3. Name(s) of academic
staff

PN SARAH ABD WAHAB SHAHRANI

EN WAN ZAINUDDIN

4. Rationale for the

inclusion of the
course/module in the
programme

This course is relevant to student teachers of English as a Second Language as it

provides the suitable pedagogical content knowledge for them to carry out teaching and
learning activities effectively.

5. Semester and Year

offered

Semester 1, Year 3

6. Total Student Learning

Time (SLT)

Face to Face

L = Lecture
T = Tutorial
P = Practical
A = Assessment

30

15

2.5

Non Face To Face

Total Guided and

Independent Learning

72.5

120

7. Credit Value

8. Prerequisite (if any)

None

9. Learning Objectives

Student is able to:

1. have an awareness of different theories and models on classroom
management
2. evaluate the use of suitable techiques and resources for effective classroom
management
3. discuss issues on classroom management and produce a personal classroom
management plan for a primary classroom

10. Teaching-learning and Teaching-learning strategy:

assessment strategy
1. Lecture input
2. Tutorial activities group work, discussions, presentations, online tasks
Assessment strategy:
1. Continuous assessment is carried out to ensure the students have attained
and achieved the expected level of the prescribed course learning outcomes.
The set coursework will contribute 50% to the final grade for the course.
2.

11. Synopsis

Summative assessment consists of a written examination consisting of shortresponse and essay questions to assess student performance. The
examination questions will be set by the course lecturer and the examination
will be held at a scheduled time. The examination will also contribute 50% to
the final grade for the course.

This course focuses on the concept of classroom management, teacher and learner
roles in effective classroom management, classroom management approaches, theories
and models, managing resources and facilities: rules, expectations and procedures,
communication skills for classroom management, observing and recognizing patterns of
behaviour, developing, monitoring and maintaining productive student behaviour and
developing a personal classroom management plan.
Kursus ini memberi fokus pada konsep pengurusan bilik darjah, peranan guru dan
murid dalam pengurusan bilik darjah yang berkesan, pendekatan, teori dan model
pengurusan bilik darjah, pengurusan resos dan kemudahan dalam bilik darjah:
peraturan, jangkaan dan prosedur, kemahiran berkomunikasi untuk pengurusan bilik
darjah, memerhati dan mengenal pasti bentuk tingkah laku, memantau dan memastikan
tingkahlaku pelajar yang produktif dan membentuk pelan pengurusan bilik darjah
kendiri.

12. Mode of Delivery

Lecture and tutorial

13. Assessment
and Types

Methods Coursework: 50%

Presentation

Critical observation

Reflective essay
Examination: 50%

1. Introduction to Classroom Management

The Concept of Classroom Management
The function and nature of
classrooms
The role of teaching as a central
classroom activity
Classroom instructions and
management practices
Teacher and Learner Roles in Effective
Classroom Management

Responsibility

Accountability

Expectation

Consistency

Objectivity
2. Classroom Management: Approaches,
Theories and Models
Classroom Management Approaches
Authoritarian classroom
management (Power Types and
Power Bases)
Behaviour modification
Group process/socio-psychological
Instructional classroom
management
Socio-cultural
Theories and Models of Classroom
Management
Building the foundation (Skinner,
Glasser and Gordon)
Theories of Assertive Tactics (Lee
Canter and Marlene Canter)
Theories of Democratic Teaching
(Rudolf Dreikurs)
Theories of Instructional
Management (Jacob Kounin)
Theories of Congruent
Communication (Haim Ginott)

Total

Self-study
(before and after
lecture)
Others
(Coursework,
revision, etc.)

Assessment

Tutorial

Practical

Lecture

Face-to-face
Interaction

Non Face-toface Interaction

Content outline of the course/module and the

SLT per topic

10

15

3. Managing Resources and Facilities: Rules,

Expectations and Procedures

Physical classroom environment

Organising physical space

Locating instructional resources

Social cultural environment

Safe environment

Positive environment

Conventions and Routines for Organising

Instructional Time

Beginning and ending the day or

period

Classwork/homework

Transitions

Monitoring

Feedback

Managing learner location and

grouping

10

10

5. Observing and recognizing patterns of

behaviour

Patterns of observable behaviour

Non-disruptive behaviour

Disruptive behaviour (violent and

non-violent)

6. Developing, Monitoring and Maintaining

Productive Student Behaviour Both
Individual and Group Behaviour

Student behaviours: Patterns

Disruptive and non-disruptive

behaviours

Productive behaviours group and

individual

Student behaviours: Developing, monitoring

and maintaining productive student
behaviours

Motivation

Encouragement vs. criticism

15

7.Developing a Personal Classroom Management

Plan

Reflective

Approaches, theories, models

Expectations

Rules and consequences

Communication skills

Procedures

10

4. Communication Skills for Classroom

Management

Communication skills

Skills for effective communication

Personal characteristics of good

communicators

Verbal and non-verbal communication

Managing verbal and non-verbal

communication

Coursework
Revision for Examination
Examination
Total

25

25

17.5

17.5

2.5
30

15

2.5

2.5
30

42.5

120

th
Main references
Charles, C.M. (2008). Building classroom discipline (9 ed.). Boston: Allyn and
supporting the course
Bacon.

Larrivee, B. (2009). Authentic classroom management: Creating a learning

community and building reflective practice. New Jersey: Pearson Education
Inc.
Wright, T. (2005). Classroom management in language education. Basingstoke:
Palgrave Macmillan.
Additional references Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex:
supporting the course
Pearson.
Scrivener, J. (2011). Learning teaching Essential guide to English language
rd
teaching (3 ed.). London: Macmillan.
nd

Ur, P. (2012). A course in English language teaching (2 ed.). Cambridge: CUP.